Teacher Conference Materials

Auditory Sensory System

  • The Auditory Sensory System has to do with how and what we hear.
  • Like the visual system the auditory system can present challenges due to:
    • Physical structure of the outer and inner ear
    • Nerves endings contained in the ear
    • The nerve leading to the brain
    • The brain itself resulting in an inability or delay to process what he hears.
      • One issue with the brain processing, Auditory Processing Deficit, is also considered a learning disability
  1. Hyposensitivity

  • A child that is under-sensitive to sound, meaning he does not hear as well as typical, may:
    • Crave constant sound
    • Continuously makes noise
      • Laughs at nothing; just for the auditory stimulation.
    • Not be unable to sit still
    • Click teeth
    • Desires to be the in the middle of everything.
    • Chooses loud toys or musical toys and plays with them repeatedly.
  • Attention Processing Deficit
    • In your classroom now
      • Ask your to repeat the instruction frequently
      • Miss things in conversations
      • Have trouble separating background noise from the teacher’s voice and focusing on the sounds they should focus on.
      • Have a hard time remembering things they just hear
      • Takes longer to respond to verbal questions
      • Appears to not be listening or to know the answers, when they are listening and know the answers
      • Takes longer to follow or write down you instructions
      • Will not be able to follow multiple step instructions
      • Often confuse two words that sound similar.
  1. Intervention

  • Provide auditory stimulation as preparation for quiet activity.
  • Channel undesirable behaviors into more socially acceptable avenues such as:
    • Dancing or drawing to music
    • Playing musical instruments
    • Reading aloud to the class
    • Singing at appropriate times
  • Give the child the opportunity to be involved in an activity that allows for noise and movement prior to the quiet activity.
  • Playing group games when it is all right for the children to make noise and that involve movement. Such as:
    • Drop the Handkerchief
    • Duck, Duck, Goose
    • Red Light, Green Light
    • Follow the Leader
    • Hopping like the leader, marching, stomping, tiptoeing, jump…
  • Auditory Processing Disorder
    • Give them one step directions
    • Give written instructions
    • Decrease the background noise
    • Move up to the front of the room
    • Be sure they are near you when giving instructions
    • Speak clearly, and at a moderate level
    • Speak at an average pace, not fast
  1. Hypersensitivity

  • This is being overly sensitive to sound. This child may:
    • Have an overly negative reaction to loud noises
    • Try to leave or escape when the room is noisy
    • Make their own noise to drown out the noise
    • Cover his or her ears when the sound level is all right for everyone else.
  1. Interventions:

  • Prepare the child for anticipated noise such as:
    • Countdown to school bell ringing
    • Calmly talk with the child one-on-one.
  • Provide the child with some means to communicate that the noise level is too much for him.
  • Provide sensory stimulation that is calming to the child such as swinging, deep pressure, jumping, spinning or soft singing.
  • Remove the child from a noisy environment and provide other sensory input.
  • Use head phones to both listen to calming stories or music and muffle the loud noises

 

 

 

 

 

 

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